Lesson Sections 1

Physics: Principles and Problems © 2017
Chapter 25: Electromagnetic Induction

Section 1: Inducing Currents
1 Introduce
student text pp. 676–683
Bellringer
Electric Generator This activity uses a bicycle generator-light combination. Rotate the generator by hand to
simulate the mechanical energy provided by the rider and have students observe the light. Then have students
write a brief explanation of the energy conversion that is taking place within the generator. the conversion of
mechanical energy to electrical energy Have students brainstorm other forms of energy that could be input energy
for the generator. BL Visual-Spatial EL
Tie to Prior Knowledge

Magnetic Fields and Electric Charges Students will use the concepts of potential difference, current, and
magnetic fields to analyze the force on charges in a conductor moving through a magnetic field.
Resources
Chapter 25 Transparency 2-AC Generator-Student-Editable
Chapter 25 Transparency 1-Electric Motor/DC Generator-Teacher-Editable
Chapter 25 Transparency 1-Electric Motor/DC Generator-Student-Editable
Chapter 25 Transparency 2-AC Generator-Teacher-Editable
Printed by: SA SAMPLE ONE Page 1 of 13 Printed on 04/07/2020 4:31 AM

2 Teach
Changing Magnetic Fields

Content Background
Michael Faraday Michael Faraday discovered many fundamental laws of physics and chemistry, despite the fact
that he had virtually no formal education. The son of an English blacksmith, he was apprenticed at age 14 to a
bookseller and bookbinder. Among his many discoveries, Faraday found that a changing magnetic field can
induce a current. He performed a series of experiments that showed clearly that the induced EMF is equal to the
rate of change of magnetic flux. Also, generalizing from the patterns formed by iron filings around magnets, he
developed the concepts of magnetic and electric field lines. Faraday also devised the first electric generator and
discovered the correct laws of electrochemistry.
Use Figure 2
Right-hand Rule Have students compare Figure 2 with the right-hand rules presented before. Encourage
students to use their hands to act out the rule. Ask students the following questions: What does B represent in the
figure? the magnetic field strength What is its direction? into the page, away from the reader What is the direction
of F? up, toward the top of the page On what does F act in Figure 2? charge What is in motion in the figure? the
wire OL
Discussion
Problem Will current be produced if you drop a magnet down a long tube of conducting material, such as
copper? Explain.
Response Current will be produced in the conducting path of the wall of the tube when a variable magnetic flux
passes though the cross-sectional area of the tube. Because the magnet is falling, the field experienced by any
point is constantly changing, inducing a current.
Use an Analogy
EMF, Batteries, and Potential Difference Point out that the induced EMF across a wire segment produces a
potential difference between two points—the two ends of the wire. The potential difference is analogous to that
produced by a cell or a battery. Have students describe where a battery produces a potential difference. between
the two terminals Explain that neither the battery nor the wire must be part of a circuit to produce the potential
difference. OL
Concept Development
Loudspeaker and Microphone Compare the loudspeaker and the microphone: the loudspeaker converts
electrical energy into sound energy, while the microphone converts sound energy into electrical energy. Some
home and school intercom systems use a loudspeaker for both functions. This is a good example of the symmetry
of many electromagnetic effects. Wire loops moving in a magnetic field induce motion of charges (current)
through the loops, and current-carrying wire loops in magnetic fields produce motion of the loops.
DIFFERENTIATED INSTRUCTION
Struggling Students Use the following table to help students understand how to derive the appropriate unit for
EMF.
Variable SI Unit Related Units
B T N/A•m
I A C/s
L m
v m/s
V V J/C

W J N•m
BL Logical-Mathematical
ADDITIONAL IN-CLASS EXAMPLE

Use with Example Problem 1.
Problem A straight wire, 0.30 m long, moves at a constant speed of 10.0 m/s perpendicular to a 0.20-T magnetic
field.
a. What is the induced EMF in the wire?
b. What is the current in the wire if it is part of a circuit with a resistance of 25 ?
Response
a. EMF = BLv (sin )
= (0.20 T)(0.30 m)(10.0 m/s)(1)
= 0.60 V
b.
Stationary Wire Coil Ask students if an EMF can be induced in a stationary wire. Most will respond no because
v = 0 in the equation EMF = BLv. Point out that the equation is a special case for a wire moving in a constant
magnetic field. A stationary wire experiences an induced EMF if the magnetic field is changing around it. For
example, a wire between the poles of an electromagnet that is being switched on will experience an induced EMF.
In this case the induced EMF is related to , not B.

PHYSICS CHALLENGE ACTIVITY

Drawing Circuit Diagrams Have students create circuit diagrams for part b of Example Problem 1 and Practice
Problems 1 and 3. Have students explain how the wire moving at a constant speed perpendicular to a constant
magnetic field acts as a source of potential difference in a circuit to produce the EMF. OL Visual-Spatial EL
Electric Generators
Reinforcement
AC Generator Symbol Have students recall the circuit symbol for a DC generator, and compare it to that for an
AC generator. BL Visual-Spatial EL
Reinforcement
Generators and Motors Reinforce the concepts of generators and motors. Have students compare a generator
and a motor. Point out that a generator converts mechanical energy into electrical energy. Conversely, a motor
converts electrical energy into mechanical energy. OL
Content Background
Faraday’s Law Faraday discovered the way a changing magnetic field can produce an electric field. The induced
EMF around the edge of an imaginary surface through which there are changing magnetic fields is equal to the
negative of the time-rate-of-change of the magnetic flux through the surface. The magnetic flux, in the case of a
uniform field, is expressed as = BA cos , where is the angle between the field and the perpendicular to the
surface. You can use Faraday’s law to calculate the potential difference, and thus the current, that results when a
circular or rectangular coil is in a changing magnetic field or rotates in a constant magnetic field, as is found in an
electric generator.
Discussion
Problem What is the significance of the mark inside the AC generator symbol that distinguishes it from the DC
generator symbol?
Response The mark is intended to indicate the shape of the current output, as the Current-Time plot in Figure 5.
BL
Reinforcement
Closed Circuit Have students describe what indicates that the bulb in Figure 8 is part of a closed circuit. It is lit.
Have students sketch the closed circuit. OL Spatial-Visual EL

Critical Thinking
Generator Anatomy Have students identify which parts of the generator shown in Figure 8 are rotating and
which are stationary. The armature (wire loop) and slip rings are moving; the brushes and magnets are stationary.
Have students describe how the number of moving parts could be reduced. by rotating the magnets OL
In Motor and Generator, students make a generator and investigate how it works.
Concept Development
Rotating Field Magnets Because the coils and armature can be very heavy in some generators, it becomes more
efficient to have the magnets revolve around the armature.
Struggling Students To help students relate the value of the effective alternating current to the maximum current,
write the following relationships on the board:
Using the above relationship and , have students relate Veff to Vmax. BL Logical-Mathematical
Visually Impaired To help visually impaired students better understand the function of a generator, pair a
visually impaired student with a sighted student to construct a simple circuit with a battery, a switch, and a
buzzer. Have students close the switch and listen to the buzzer. Next, have students replace the dry cell with a
hand-crank generator and have each repeat the demonstration, first without cranking the generator, and then with
cranking it. Ask students to compare the simple buzzer circuit with the hand-cranked generator. Possible answer:
The hand-cranked generator in the circuit produced effects that were similar to those of the battery. Ask students
to describe the energy conversions that they observed. The generator circuit converted mechanical energy from
the cranking to electrical energy. Then the circuit converted the electrical energy to sound energy when the buzzer
made noise. BL Kinesthetic EL
Resources
MiniLAB-Motor and Generator-Teacher-Editable
Animation - Electromagnetic Induction
MiniLAB-Motor and Generator-Student-Editable
Personal Tutor: Induced EMF
Simulation: Induction
Classroom Presentation Toolkit - Inducing Currents
Science Notebook - Inducing Currents

Science Notebook - Inducing Currents - Teacher

Quick DEMO
MAINIDEA
Estimated Time 5 minutes
Materials 2 identical galvanometers, 2 wires
Procedure Connect the two galvanometers in series. Pick up one galvanometer and wiggle it, with students
observing its needle. Repeat with the second galvanometer. Then, have students describe what they observed
about the needles. The needles of both galvanometers moved. Explain that by wiggling the first galvanometer,
you made the coil rotate within a magnetic field. An EMF was induced in the coil. Thus, this galvanometer acted
as a generator, converting mechanical energy to electrical energy. The second galvanometer had an induced
current in the coil, and the coil with its attached needle was rotated by the magnetic field surrounding the coil.
Thus, the second galvanometer acted like a motor, converting electrical energy to mechanical energy.

Quick DEMO
Current Effects
Estimated Time 10 minutes
Materials length of wire approximately 1 m, a galvanometer, 1 strong horseshoe magnet, a coil of wire or a
solenoid
Procedure Connect the ends of the length of wire to the posts of the galvanometer. Loop the wire to make 3 or 4
overlapping loops. Using the horseshoe magnet, allow students to observe as you move it closer to and farther
from the wire loops. Have students describe what happens on the galvanometer. The relative motion between the
magnet and the wire produces a current shown when the needle on the galvanometer moves. The direction of the
current relates to the direction of the motion of the magnet. Ask students what they could do that might increase
the current. Possible answers: Increase the number of loops in the wire; move the magnet closer. Show students
what happens when the 1-m wire is replaced with a solenoid or ready-made coil. Have students describe the effect
on the current. The current was greater than when the wire had just a few loops in it. OL Visual-Spatial EL

3 Assess
Assess the MAINIDEA
Induction Have students describe three ways an EMF can be induced in a loop of flexible wire in a magnetic
field. Possible answers: change the strength of the magnetic field; change the shape of the loop; move the loop in
or out of the field; rotate the loop in the magnetic field.
Check for Understanding

EMF in an AC Generator Ask students to explain why the EMF in an alternating current generator has two zero
values in one cycle. The value of the induced EMF changes sign twice in each cycle. Because the EMF changes
continuously, its value is zero when it changes signs. Ask what the coil’s position is when the induced EMF is
zero. Its motion is parallel to the magnetic field. OL Visual-Spatial EL
Reteach
v(sin ) Review with students the equation EMF = BLv(sin ) and have them identify the quantities B, L, and v(sin ).
B is magnetic field strength, L is the length of the conductor, and v(sin ) is a component of the coil’s velocity
perpendicular to the magnetic field. Have students identify the one quantity that varies in most generators, explain
why it is not constant, and state when its value is zero. The quantity is v(sin ); it is not constant because the coil is
rotating in the magnetic field; it is zero when = 0, , 2, 3, … OL Logical-Mathematical
Resources
Section Self-Check-English-Inducing Currents
Section Quiz-Inducing Currents-Student-Editable
Section Quiz-Inducing Currents-Teacher-Editable
Applying Practices - Investigate Electromagnetism
Applying Practices - Investigate Electromagnetism - Answer Key

Answers
PRACTICE PROBLEMS
1. You move a straight wire that is 0.5 m long at a speed of 20 m/s vertically through a 0.4-T magnetic field pointed
in the horizontal direction.
1. What EMF is induced in the wire?
2. The wire is part of a circuit with a total resistance of 6.0 . What is the current?
a. 4 V
b. 0.7 A
2. A straight wire that is 25 m long is mounted on an airplane flying at 125 m/s. The wire moves in a perpendicular
direction through Earth’s magnetic field (B = 5.0×105 T). What EMF is induced in the wire?
0.16 V
3. A straight wire segment in a circuit is 30.0 m long and moves at 2.0 m/s perpendicular to a magnetic field.
1. A 6.0-V EMF is induced. What is the magnetic field?
2. The total resistance of the circuit is 5.0 . What is the current?
a. 0.10 T
b. 1.2 A
4. CHALLENGE A horseshoe magnet is mounted so that the magnetic field lines are vertical. You pass a straight
wire between the poles and pull it toward you. The current through the wire is from right to left. Which is the
magnet’s north pole? Explain.
Using a right-hand rule, the north pole is at the bottom.
Caption Check Figure 4 An electric current is induced in a rotating wire loop in a circuit that is in a magnetic
field. Direction and strength of the induced current change as the loop rotates.
Determine What is the direction of the current when the loop is horizontal to the field, as shown?
Counterclockwise. Using a right-hand rule, you would point your fingers in the direction of the magnetic field and
your thumb in the direction the wire is moving. Your palm points in the direction of the current.
Apply At what position is the wire loop in a generator when potential difference is greatest?
Potential difference is greatest when the wire loop is horizontal, or perpendicular to the magnetic field, so sin 90°
= 1.
Caption Check Figure 8 This AC generator is similar in construction to an electric motor except it connects to a
circuit using a brush-slip-ring device instead of a commutator. As the armature rotates, the direction of the current
alternates in time (top right). The power delivered by the generator is always positive (bottom right).
Identify In what position is the armature when current is zero?
When the armature is vertical and thus moving parallel to the magnetic field, the current is zero.
PRACTICE PROBLEMS
1. A generator develops a maximum potential difference of 170 V.
1. What is the effective potential difference?
2. A 60-W lamp is placed across the generator with an Imax of 0.70. What is the effective current through the lamp?
3. What is the resistance of the lamp when it is working?

1.
3.
a. 120 V
b. 0.49 A
c. 2.4 =×102
2. The RMS potential difference of an AC household outlet is 117 V. What is the maximum potential difference
across a lamp connected to the outlet? If the RMS current through the lamp is 5.5 A, what is the lamp’s maximum
current?
165 V; 7.8 A
3. If the average power used over time by an electric light is 75 W, what is the peak power?
1.5×102 W
4. CHALLENGE An AC generator delivers a peak potential difference of 425 V.

1. What is the Veff in a circuit connected to the generator?
2. The resistance is 5.0×102 . What is the effective current?
a. 3.01×102 V
b. 0.60 A
Inducing Currents
1. MAINIDEA Use the concept of electromagnetic induction to explain how an electric generator works.
An EMF is induced in the armature of a generator as it is turned—by a mechanical force—in a magnetic field.
When the generator is in a circuit, the EMF induces a current. As the armature rotates through 180°, the induced
EMF—and current—reverse direction.
2. Generator Could you make a generator by mounting permanent magnets on a rotating shaft and keeping the coil
stationary? Explain.
Yes; only relative motion between the coil and magnetic field is important. Note, this generator would not have
much power as the relative velocities of the magnets and coil will be very small.
3. Bike Generator A small generator on your bike lights the bike’s headlight. What is the source of the energy for
the bulb when you ride along a flat road?
The rider provides the mechanical energy that turns the generator’s armature.
4. Microphone Consider the microphone shown in Figure 3. What happens when the diaphragm is pushed in?
A current is induced in the coil.
5. Frequency What changes to an electric generator are required to increase frequency?
You could increase the number of magnetic pole pairs or make the armature spin faster.
6. Output Potential Difference Explain why the output potential difference of an electric generator increases when
the magnetic field is made stronger. What is another way to increase the output potential difference?

6.
The magnitude of the induced EMF is directly related to the strength of the magnetic field. A greater potential
difference is induced in the conductor(s) if the field strength is increased. Because EMF = BLv(sin ), you can also
increase output potential difference by increasing the length of the wire or the velocity of the wire.
7. Critical Thinking A student asks, “Why does AC dissipate any power? The energy going into a lamp when the
current is positive is removed when the current is negative. The net current is zero.” Explain why this reasoning is
wrong.
Power is the rate at which energy is transferred. Power is the product of I and V. When I is positive, so is V, and
therefore, P is positive. When I is negative, so is V; thus, P is positive. Energy is always transferred through the
lamp.


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Physics: Principles and Problems © 2017

Chapter 25: Electromagnetic Induction

Tie to Prior Knowledge

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Changing Magnetic Fields

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ADDITIONAL IN-CLASS EXAMPLE

In this case the induced EMF is related to , not B.

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PHYSICS CHALLENGE ACTIVITY

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Science Notebook - Inducing Currents - Teacher

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Check for Understanding

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Using a right-hand rule, the north pole is at the bottom.

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4. CHALLENGE An AC generator delivers a peak potential difference of 425 V.

A current is induced in the coil.

5. Frequency What changes to an electric generator are required to increase frequency?

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